Jul2018
DEPARTMENT OF SCIENCE EDUCATION
The Section for Science and Mathematics Education Research and Teaching (SMART) seeks an excellent scholar for a tenure-track assistant professorship and a four year assistant professorship in science or mathematics education.
Jul2018
CSEDU 2019 is welcoming the submission of regular papers until December 10, 2018.
Apr2018
A research workshop will take place in Thailand in June 2018!
This is partially funded from a grant (LSEP) through the NARST International Committee.
Apr2018
Dear colleagues,
As already announced at ESERA 2017 we now launch the project of a second edition of the book:
Zeyer, A., & Kyburz-Graber, R. (Eds.). (2012). Science | Environment | Health. Towards a Renewed Pedagogy for Science Education. Dordrecht, Boston, London: Springer Verlag.
Apr2018
The International History, Philosophy and Science Teaching Group (IHPST) invites applications for the position of Editor of the journal Science &Education, to begin on January 1st, 2020.
Feb2018
Two merit-based PhD scholarships are available for the holders to conduct research in a project that investigates students’ interactions in drawing science diagrams and their benefits in enhancing students’ scientific creativity.
Jan2018
We are seeking applications to fill 17 positions on the Editorial Board of the Journal of Research in Science Teaching (JRST).
JRST is the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research. JRST publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. For JRST details, visit http://wileyonlinelibrary.com/journal/jrst.
Dec2017
Moray House School of Education has a full-time vacancy for the position of Senior Lecturer in Science Education. This is an exciting opportunity to take a leading role in shaping a sector leading provision for the School in the area of science teaching. You will have considerable successful experience in innovative learning and teaching in education settings. You will have extensive academic experience in the HE sector at post-doctoral level including substantive established contributions to research and research-informed teaching in STEM (Science) Education. You will have well-established credibility in the field of teacher education, and will be making a demonstrable impact on at national or international level.
For more information: https://www.dropbox.com/s/1mni9c1a0d08ru4/Vacancy%20Details.pdf?dl=0
Dec2017
NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research is currently accepting applicants for the position of NARST Executive Director. The Executive Director is a key management leader of NARST. The Executive Director reports directly to the Board of Directors and is responsible for the administration and operations of the organization. The Executive Director is expected to develop a deep knowledge and understanding of all programs, operations, bylaws, and policies and procedures of NARST. Other key duties include fundraising, participating in strategic planning, and conducting outreach to other professional educational and scientific organizations. View the full announcement for details. Applications are due by January 1, 2018.
Dec2017
The ESERA Board would like to remind members of the possibility to publish in the ESERA Science Education Research Series published by Springer. The Editorial Board invites proposals for books; for details, please see https://www.esera.org/publications/the-esera-book-series or get in touch with the Editor in Chief to discuss possibilities.
Nov2017
The NARST International Committee is pleased to announce that it will offer two scholarships of up to $2,500 each for NARST doctoral student members to attend the 2018 European Science Education Research Association (ESERA) summer school. The ESERA Summer School takes place in Jyväskylä, Finland from Tuesday June 26, 2018 to and including Saturday June 30, 2018 with arrivals on Monday June 25, and departures on Sunday July 1. Read the full announcement and complete the application on the NARST Web site. The application deadline is January 22, 2018.
Nov2017
The NARST International Committee is pleased to offer the opportunity for a NARST member to participate as a mentor at the 2018 ESERA PhD Summer School in Jyväskylä, Finland from Tuesday June 26, 2018 to and including Saturday June 30, 2018, with arrivals on Monday June 25 and departures on the Sunday July 1. The selected NARST representative will serve as a coach for a group of doctoral students, give lectures or workshops on particular methodological issues, provide feedback on posters, and take part in the social programs. If you have been a NARST member for at least five years, are a full-time faculty member at your university, and have an interest in doctoral students' supervision, you are encouraged to apply! Funding includes on-site expenses (food and accommodation) and up to 500 EUR reimbursement for travel costs. Read the full announcement and complete the application on the NARST Web site. The application deadline is January 22, 2018.
Nov2017
Purpose: To provide international graduate students and early-career faculty/researchers with financial assistance to attend the annual NARST conference. Who is eligible: Members of NARST who: are either graduate students in science education studying outside the USA or early career researchers currently employed outside the USA in the field of science education, will participate in the conference by presenting a paper/poster, participating in a seminar, or conducting NARST official business such as serving on the NARST board or chairing a NARST committee, demonstrate a need for financial support in order to attend the conference. Complete the online application before the December 5, 2017 deadline. Please review the evaluation criteria on the NARST Web site before submitting your application. For questions please contact Lucy Avraamidou at: This email address is being protected from spambots. You need JavaScript enabled to view it..
Nov2017
NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research is currently accepting applicants for the position of NARST Executive Director. The Executive Director is a key management leader of NARST. The Executive Director reports directly to the Board of Directors and is responsible for the administration and operations of the organization. The Executive Director is expected to develop a deep knowledge and understanding of all programs, operations, bylaws, and policies and procedures of NARST. Other key duties include fundraising, participating in strategic planning, and conducting outreach to other professional educational and scientific organizations. View the full announcement for details. Applications are due by December 15th.
Oct2017
The College of Education at Penn State is strengthening its commitment to the learning sciences and the study of learning. The College seeks to hire a cluster of at least four, tenure-line faculty during 2017-2018 to build upon its existing scholarly and programmatic strengths. (See Bridges publication below).
Oct2017
The Institute for Science Education at Leibniz Universität Hannover, Germany will have an open position for a professor in biology education from the beginning of April 2018. They are currently searching for candidates for this position in an international context. The candidate will be the successor of Harald Gropengießer who is well known and respected for his works on educational reconstruction. The successor will find an excellent place for teaching and doing research on biology education in Hannover.
For more information:https://www.uni-hannover.de/en/aktuell/stellenangebote/jobboerse/detail/luhjobs/1764/
Sep2017
To be published by Sense Publishers 2018
Editor: Rouhollah Aghasaleh, PhD
It is an old, yet relevant, argument that education needs to focus more on real-world issues in students’ lives and communities. Nevertheless, conventional school curricula in many countries create superficial boundaries to separate nature and social worlds. Connecting science and society provides opportunities for relevant, engaging, and authentic learning through personally meaningful, experiential, inquiry, and place-based practices which are fundamental to scientific and environmental literacy (Chinn, 2007). In other words, a science learning standpoint that acknowledges a societal standpoint accumulates that human activities are driving environmental and evolutionary change (Palumbi, 2001; Mapping Human Impacts on the Biosphere, 2001).
Sep2017
The University is seeking to appoint a Senior Lecturer, Associate Professor or Professor of Education with research specialism in Science Education who can contribute to undergraduate and post graduate teaching and supervision.
Aug2017
The Department of Science Education seeks an excellent scholar for an associate professorship in higher education research, with a specialization within teaching and learning in university science programs. Preferably, the associate professor’s research will focus on students and/or teachers’ professional development within science programs.
Aug2017
Studies in Science Education is an international journal which publishes review articles of the highest quality. The journal publishes two issues per year and emphasises the commissioning of manuscripts to facilitate study of the most current issues in the field. We are looking for a new Editor-in-Chief with an academic background in research and science education, as well as the passion to drive the journal forward in an exciting period of change. Details of the role, and how to apply, are available at: http://explore.tandfonline.com/cfp/ed/rsse-call-for-editor-2017
Jul2017
Please download the book here.
Jun2017
Applications are invited for a 12-month (renewable) doctoral assistantship as part of the Science Literacy Initiative and NE Collaborative for Food, Energy, & Water Education (NC-FEW) at the University of Nebraska-Lincoln.
May2017
The International Committee of NARST invites applications from doctoral students for 2 scholarships (2,500 USD each) to be used towards participation at the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) doctoral research school.
Apr2017
ESERA presently has five Special Interest Groups (SIGs); see www.esera.org/sigs/esera-special-interest-groups . These groups facilitate communication and cooperation between ESERA members sharing research interests on a specific issue (either thematic or methodological). Members are invited to join one or more SIGs for an additional fee of € 3 a year. The Board also encourages establishing new SIGs; see www.esera.org/sigs/guidelines-for-sig-coordinators for details. There will be opportunities to get in touch with SIGs during the ESERA 2017 conference, both through thematic symposia and through SIG meetings to be held at lunchtime on Tuesday. If you have questions concerning SIGs, please get in touch with Ellen K. Henriksen who is the ESERA board member responsible for following up SIGs.
Apr2017
Springer publishes the ESERA Science Education Research Series, which includes books of selected papers from ESERA conferences as well as other titles. For instance, the book of selected papers from the ESERA 2015 conference will be available for sale during the 2017 conference in Dublin. During the conference, there will also be a workshop by Springer editor Bernadette Ohmer and the editor of the ESERA book series, Robin Millar. Members interested in publishing a book are invited to attend this workshop. ESERA members are entitled to reduced prices on the ESERA book series and other science education titles by Springer. See www.esera.org/publications/the-esera-book-series (Members Area) for details.
Mar2017
GIREP – ICPE – EPEC Conference have extended their abstract submission deadline until March 12th
Mar2017
The Editors of the International Journal of Science Education in collaboration with the Guest Editors are requesting proposals for a special issue, scheduled for publication in Spring 2018.
http://explore.tandfonline.com/page/ed/tsed-cfp-2017-language-issues
Mar2017
We welcome you to the 2nd Association of Video Pedagogies Conference which will be hosted in Aalborg in the North of Denmark on June 17-18, 2017.
Feb2017
The Association for Science Teacher Education is now accepting applications for EDITOR of the Journal of Science Teacher Education.
Feb2017
Promoting Responsible Research and Innovation through Science Education
Feb2017
University of Nebraska-Lincoln/University of Nebraska at Omaha (USA)
Objective: To engage in discipline-based education research to investigate STEM teaching and learning as part of grant-supported projects.
Feb2017
Mei-Hung Chiu and Sibel Erduran are going to host the Abell Institute 2017 in Taiwan.
Feb2017
We are seeking applications to fill 12 positions on the Editorial Board of the Journal of Research in Science Teaching (JRST).
Feb2017
University Assistant (post doc) at the Center for Science Education Research (Vienna, Austria)
The Austrian Educational Competence Centre Chemistry (AECC Chemistry) at the University of Vienna is offering a position for a postdoctoral researcher in chemistry education.
Jan2017
This is a formal call to ALL members of the Association for Science Teacher Education (ASTE) who would like to serve on the Editorial Review Board of the Journal of Science Teacher Education (JSTE). We are seeking both U.S. and International applicants.
Dec2016
Nov2016
Just published! This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education.
Nov2016
Science Education towards Inclusion (eds. Silvija Markic & Simone Abels)
Nova science publishers
ISBN: 978-1-63485-381-1
This is the first book dedicated to inclusive science education from an international perspective. The topic is getting more and more important in science education and science education research. In many countries, different researchers are focusing on inclusion.
Oct2016
Call for papers
You are invited to submit contributions for the 2018 Chemistry Education Research and Practice (CERP) special themed issue on
Learning progressions and teaching sequences in chemistry education
scheduled for publication Autumn 2018 (articles will be published on line after acceptance).
Oct2016
The 12th Conference of the European Science Education Research Association (ESERA) will be held in Dublin, Ireland on 21-25 August 2017. This conference will be hosted by CASTeL at Dublin City University and EPI-STEM at University of Limerick.
Jul2016
Mind, Brain & Education (MBE) and the nets of ideas, nets of subjects, nets of inventions, nets of numbers to enrich our learning
[A world of making connections, finding nets, exploring links]
Mar2016
The 2017 ESERA Conference will held in Dublin on 21-25 August 2017, jointly hosted by CASTeL at Dublin City University and EPI-STEM at the University of Limerick. The registration and Call for Papers opens in November 2016 and will be available at:
May2015
CSEDU 2017, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case studies on innovative technology-based learning strategies, institutional policies on computer supported education including open and distance education, using computers.
Jun2021
The open access journal Education Sciences is launching a new Special Issue entitled “Languages and Literacies in Science Education”. Interested authors are invited to submit an article from now till 30 June 2022. For more information, please visit: https://www.mdpi.com/journal/education/special_issues/languages_and_literacies_in_science_education
May2021
Ideas & pathways to Impact Policy, Research & Practice
By: Dr. Altaf Qadeer
In the expanding universe of INTERNET
Freedom for all to share the feelings of learning in some form of data
COGNITIVE JUSTICE Inspiring creativity of all
Meta Collective Intelligence
SUCCESS SUSTAINING PATHWAYS
Multilingual power of the world - a pathway to mutual understanding
How creativity enriched education can inspire to make inventions and improve the economic growth of a country
How creativity can be a driving force to energize our curriculum and learning environment
Inner and outer interactions in the journey of learning
{ citizen science } + { education} = citizen education science
Human individual and collective mind power can benefit from the combined enrichment of fields— economics, education, creativity, making inventions, multilingual education, citizen education science, psychology of success, international development
Please click on:
email:
This email address is being protected from spambots. You need JavaScript enabled to view it.
email:
This email address is being protected from spambots. You need JavaScript enabled to view it.
Mar2021
Citizen Education Science
Art of Education Science of Learning
Everyone has data of some type
Giving voice to everyone in learning
Date of publication April 7, 2020
Mar2021
Mar2021
Sep2019
Sep2019
Aug2019
A one-year, full-time position as a postdoctoral researcher is available at the Department of Science Education, University of Copenhagen, Denmark, with the possibility of a one-year extension. The position starts on December 1st, 2019, or as soon as possible thereafter.
The postdoctoral position will be attached to the research group on Science Education in Out-of-School Contexts, which has strong working relationships with a number of Danish out-of-school science institutions. Members of the group work together to understand and improve the use of out-of-school science in primary, secondary and tertiary education, and increase participation in out-of-school science by increasing the gender, socio-economic and ethnic diversity among participants.
The research programme of the group is based on the Anthropological Theory of Didactics (ATD), meaning that its research revolves around the transformation of science as it is taken up from the world of scientists and other scholars, and subsequently reconstructed in the educational initiatives of out-of-school science institutions. The societal, institutional, pedagogical and didactical conditions that shape this transformation process are a part of the group’s area of study. More information on the research group and its programme is available here: https://outofschoolscience.sites.ku.dk
To read more about the requirements and how to apply, please see the full posting here: https://candidate.hr-manager.net/ApplicationInit.aspx/?cid=1307&departmentId=18969&ProjectId=149941&MediaId=5&SkipAdvertisement=false
Application deadline: August 18, 2019, 23.59pm CET
Aug2019
Aug2019
A one-year, full-time position as a postdoctoral researcher is available at the Department of Science Education, University of Copenhagen, with the possibility of a one-year extension. The position starts on December 1st, 2019, or as soon as possible thereafter.
The postdoctoral position will be attached to the research group on Science Education in Out-of-School Contexts, which is one of seven research groups at the Department of Science Education. The research group has strong working relationships with a number of Danish out-of-school science institutions, and members of the group work together to understand and improve the use of out-of-school science in primary, secondary and tertiary education, and increase participation in out-of-school science by increasing the gender, socio-economic and ethnic diversity among participants.
The research programme of the group is based on the Anthropological Theory of Didactics (ATD), meaning that its research revolves around the transformation of science as it is taken up from the world of scientists and other scholars, and subsequently reconstructed in the educational initiatives of out-of-school science institutions. The societal, institutional, pedagogical and didactical conditions that shape this transformation process are a part of the group’s area of study.
To read more about the position and how to apply, please see https://jobportal.ku.dk/videnskabelige-stillinger/?show=149941
Aug2019
the EIROForum (consisting of research organisations such as CERN, ESA and more) wishes to to conduct an evaluation of their publication Science in School and its website www.scienceinschool.org. In this context they invite ESERA members to respond to a survey which goes out to science teachers, educators and communicators.
The survey is live here, and takes less than 10 minutes to complete:
Apr2019
Feb2019
The University of Copenhagen offers a free PhD course on content analysis in science and mathematics education. Participants will be introduced to examples and methods for content analysis as part of the research field of didactics of mathematics and science, with a special emphasis on praxeological analysis in the sense of the Anthropological Theory of the Didactic.
The course will consist of
As preparation for the course, participants are expected to
The criteria for assessment are that the initial paper authored by each participant (submitted no later than the 1st of October) draws significantly on the course materials, and that the oral presentation also draws on feedback from the course teachers. The 30 minute oral presentations conclude the assessment of the participant.
Subject area
The emphasis will be on content analysis (also called epistemological analysis) in various kinds of didactics research; this includes design-oriented research, praxeologies and praxeological reference models of science and mathematical content, in a variety of education settings including classrooms, laboratories, exhibitions and other designed environments.
The course is offered by the Department of Science Education, University of Copenhagen, Denmark, on Oct 21st – 25th 2019 (full time). Registration is free of charge. Participants are required to cover costs pertaining to travel, room and board. Read more and enrol at https://phdcourses.ku.dk/detailkursus.aspx?id=105887&sitepath=NAT
Oct2018
Jun2018
Datum 22.–23. Juni 2018 Veranstalter Deutsche Gesellschaft für Geschichte und Theorie der Biologie e. V. mit Unterstützung des Thüringer Instituts für Lehrerfortbildung, Lehrplanentwicklung und Medien (ThILLM) sowie des Landesverbands Thüringen des Verbandes Biologie, Biowissenschaften und Biomedizin (VBIO) Ort Friedrich-Schiller-Universität Jena Institut für Zoologie und Evolutionsforschung / AG Biologiedidaktik Großer Hörsaal Zoologie Erbertstraße 1 07743 Jena Anmeldung erbeten bis zum 7. Juni 2018 Auf ihrer diesjährigen 27. Jahrestagung wendet sich die Deutsche Gesellschaft für Geschichte und Theorie der Biologie e. V. vom 22. Juni bis zum 23. Juni 2018 in Jena dem Themenkomplex Biologie und Bildung zu. Unser modernes Weltbild wird wesentlich durch naturwissenschaftliches Denken bestimmt: In dieser Welt zurechtzukommen bedarf einer Grundbildung und der Bereitschaft, sich mit naturwissenschaftlichen Themen auseinanderzusetzen (Scientific Literacy). Biologische Bildung – als ein Teil des Wissensbestandes der Menschheit – bietet die Möglichkeit, Bereiche der Wirklichkeit zu verstehen und kausal erklärbar zu machen. Dabei entscheidet biologisches Wissen ganz wesentlich über Fragen der Gegenwart und Zukunft, bietet Orientierung in einer durch Naturwissenschaften und Technik geprägten Welt, bindet an die Natur und fördert einen verantwortungsvollen Umgang mit den Organismen (Thüringer Bildungsplan 2017). In der Geschichte der biologischen Disziplinen treten die Verflechtungen zwischen fachlicher Ausbildung und dem sozialen bzw. politischen Gefüge besonders klar in Erscheinung. Dieses Wechselspiel wird an den (bis heute anhaltenden) Auseinandersetzungen um Lehrpläne im Fach Biologie, besonders in Verbindung mit einzelnen Unterrichtsgegenständen deutlich: Die Probleme bei der Einbindung der Darwin’schen Entwicklungslehre im 19. Jahrhundert (Lippstädter Fall), die zwei Dutzend Verhandlungen vor amerikanischen Gerichten, die zwischen 1925 (Thomas Scopes) und 2005 über den Stellenwert der Evolution im Schulunterricht entschieden, und nicht zuletzt die kürzlich erfolgte Streichung der Evolutionsbiologie von den Lehrplänen türkischer Schulen verdeutlichen, welche Bedeutung dem Themenkomplex Biologie und Bildung beigemessen werden muss. Die historiographische Perspektive auf die Didaktik und Methodik des Biologieunterrichts und die Auseinandersetzung mit den zeitgenössischen Bildungsmedien, wie Sammlungen, deren Systematik, Produktion und Verwendung, zeigt denn nicht nur Brüche und Kontinuitäten in den biologischen Wissenschaften, sondern auch solche in Gesellschaft und Politik. Sie sind herzlich eingeladen, unsere Tagung zu besuchen! Bitte beachten Sie neben dem nachstehenden Programm auch die unten aufgeführten Hinweise zur Anmeldung und Tagungsgebühr, zur Anerkennung als Lehrer*innenfortbildung, sowie die kleineren organisatorischen Hinweise zum Tagungsort und zur Anreise am Ende dieser Seite. Den vorausgehenden Call for Papers finden Sie hier.
Apr2018
We are happy to offer a free Ph.D.-Course in qualitative methodologies in Science Education at the Department of Science Education, University of Copenhagen, October 22th-26th 2018. Registration is free of charge; participants are required to cover travel and accommodation expenses during the course
It is pleasure to present a list of International expert scholars as teachers:
Lecturers
Professor Michael J. Reiss, University College London
Professor Angela Calabrese Barton, Michigan State University
Professor Anna Danielsson, Uppsala University
Associate Professor Henriette Holmegaard, University of Copenhagen
Associate Professor Lene Møller Madsen, University of Copenhagen
Course description
Science education research has previously been dominated by a quantitative regime applied by science researchers. However, the use of qualitative methods has gained momentum and belongs to a growing area within the field. The area is growing both because the field of science education are moving towards asking explorative questions as why and how (as for example why do young people struggle to see themselves in science) but also because the cross-disciplinary field of science education draws on both natural science knowledge and theories and methodologies from social science and the humanities. Hence, doctoral students within science education research are working in a cross-disciplinary field with no clear traditions or guidelines of how to design qualitative studies.
This course addresses these challenges by offering an in-depth hands on exploration of qualitative methods within the field of science education. It will provide tools, knowledge and guidelines to the doctoral students in general and more particular support the doctoral students in developing their own methodologies. The course focuses specifically on the use of qualitative methods in science education, why doctoral students within science education research will have first priority. However, it will also include issues related to educational research in general, why students from related research areas as educational research in general are encouraged to apply as well. The course will take place at the Department of Science Education, University of Copenhagen and it will last one full week (3 ECTS).
See more here: https://phdcourses.ku.dk/DetailKursus.aspx?id=105000&sitepath=NAT
Formel requirements
You must have started on your empirical part of your thesis. Sign up before 13th of August 2018. Please write to: This email address is being protected from spambots. You need JavaScript enabled to view it. to get admitted. Attach a description of your experiences and plans with using qualitative methods, and write how far you are in your Ph.D. Final acceptance will be given Monday 20th of August 2018
Apr2018
We are happy to offer a free Ph.D.-Course in qualitative methodologies in Science Education at the Department of Science Education, University of Copenhagen, October 22th-26th 2018. Registration is free of charge; participants are required to cover any and all costs pertaining to travel, room and board during the course
It is a great pleasure to present a list of international expert scholars as course-teachers:
Lecturers
Professor Michael J. Reiss, University College London
Professor Angela Calabrese Barton, Michigan State University
Professor Anna Danielsson, Uppsala University Associate
Professor Henriette Holmegaard, University of Copenhagen
Associate Professor Lene Møller Madsen, University of Copenhagen
Course description
Science education research has previously been dominated by a quantitative regime applied by science researchers. However, the use of qualitative methods has gained momentum and belongs to a growing area within the field. The area is growing both because the field of science education are moving towards asking explorative questions as why and how (as for example why do young people struggle to see themselves in science) but also because the cross-disciplinary field of science education draws on both natural science knowledge and theories and methodologies from social science and the humanities. Hence, doctoral students within science education research are working in a cross-disciplinary field with no clear traditions or guidelines of how to design qualitative studies. This course addresses these challenges by offering an in-depth exploration of qualitative methods within the field of science education. It will provide tools, knowledge and guidelines to the doctoral students in general and more particular support the doctoral students in developing their own methodologies. The course focuses specifically on the use of qualitative methods in science education, why doctoral students within science education research will have first priority. However, it will also include issues related to educational research in general, why students from related research areas as educational research in general are encouraged to apply as well. The course will take place at the Department of Science Education, University of Copenhagen and it will last one full week (3 ECTS).
See more here: https://phdcourses.ku.dk/DetailKursus.aspx?id=105000&sitepath=NAT
Formel requirements
You must have started on your empirical part of your thesis. Sign up before 13th of August 2018. Please write to: This email address is being protected from spambots. You need JavaScript enabled to view it. to get admitted. Please describe your experience and plans with using qualitative methods and how far you are in your Ph.D. Final acceptance will be given Monday 20th of August 2018
Mar2018
MULTIPLE-NETS have a secret power! How? As the Nobel Laureate of this year (Physics 2017) mentioned: "Huge discoveries are really the result of giant collaborations" Kip S. Thorne - Interview https://www.nobelprize.org/nob el_prizes/physics/laureates/20 17/thorne-interview.html [And the Nobel Prize for Economics, one aspect: for linking psychology + economics] https://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/2017/press.html “If you want to be smart like Einstein, it’s all about having the proper connections” The Ultimate Guide (pg.69) Abdus Salam, a Nobel laureate in physics (1979) remarks: “The history of science is the history of search for unifying concepts.” (Close, 2009) Think! How do we make connections between the various ideas, objects, number relations, conceptual frames, linguistic nets? Book: Living in multiple nets Pathways to empower creativity Altaf Qadeer Ph.D. Free access link to book: https://1drv.ms/b/s!AiOV8RRzphW_gRH9j6GFSs-ORTtu Forming Cognitive-nets & Social-nets can inspire creativity with the power of Cognitive Diversity Making connections of various forms can lead to innovation, make discoveries and facilitate deep learning It is fascinating to explore how the first flash of an innovative idea can change in to a bright star. Student Portfolios of their creative work can be useful “What if we have a portfolio to see the changing patterns of their creativity from, for example, Grade 1 to Grade 8. The use of a creativity portfolio for mapping students’ framework from grade to grade (or through the yearly change of classes) can also provide useful data. The record of student’s creativity patterns can also guide students in many ways to re-frame, re-examine and re-define their growing potential. It is also a tool for discussing deep learning options and provides new possibilities for critical thinking. The framework can also be used for other formats of students’ work and mapping learning patterns.” ******** In our teaching and learning we make connections between a number of things (such as ideas, material objects, nets of numbers, nets of ideas, social-net, cognitive-net, internet and more), on the other hand there are many links made in our brains (neuron connections and more)—Is there any way to find if these connections made in the learning environment and in the inner world (Brain) have any effects on each other! An interdisciplinary study can provide data to compare. How can we inspire our education with interdisciplinary connectomes? Pathways to explore more with theory, research and practice! "Kids need to learn how to leap across disciplines because that is how breakthroughs now come about. It's interdisciplinary combinations- design and technology, mathematics and art—that produce youtube and myspace." (TIME, December 18, 2006, page 34) Altaf Qadeer (Ph.D.) This email address is being protected from spambots. You need JavaScript enabled to view it. This email address is being protected from spambots. You need JavaScript enabled to view it. Toronto, Canada
Mar2018
MULTIPLE-NETS have a secret power! How?
As the Nobel Laureate of this year (Physics 2017) mentioned:
"Huge discoveries are really the result of giant collaborations"
Kip S. Thorne - Interview
https://www.nobelprize.org/nob el_prizes/physics/laureates/20 17/thorne-interview.html
[And the Nobel Prize for Economics, one aspect: for linking psychology + economics]
https://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/2017/press.html
“If you want to be smart like Einstein, it’s all about having the proper connections”
The Brain The Ultimate Guide (pg.69)
Abdus Salam, a Nobel laureate in physics (1979) remarks:
“The history of science is the history of search for unifying concepts.”
(Close, 2009)
Think! How do we make connections between the various ideas, objects, number relations, conceptual frames, linguistic nets?
Book:
Living in multiple nets
Pathways to empower creativity
Altaf Qadeer Ph.D.
Free access link to book:
https://1drv.ms/b/s!AiOV8RRzphW_gRH9j6GFSs-ORTtu
Forming Cognitive-nets & Social-nets can inspire creativity with the power of Cognitive Diversity
Making connections of various forms can lead to innovation, make discoveries and facilitate deep learning
It is fascinating to explore how the first flash of an innovative idea can change in to a bright star.
Student Portfolios of their creative work can be useful
“What if we have a portfolio to see the changing patterns of their creativity from, for example, Grade 1 to Grade 8. The use of a creativity portfolio for mapping students’ framework from grade to grade (or through the yearly change of classes) can also provide useful data. The record of student’s creativity patterns can also guide students in many ways to re-frame, re-examine and re-define their growing potential. It is also a tool for discussing deep learning options and provides new possibilities for critical thinking. The framework can also be used for other formats of students’ work and mapping learning patterns.”
********
In our teaching and learning we make connections between a number of things (such as ideas, material objects, nets of numbers, nets of ideas, social-net, cognitive-net, internet and more), on the other hand there are many links made in our brains (neuron connections and more)—Is there any way to find if these connections made in the learning environment and in the inner world (Brain) have any effects on each other!
An interdisciplinary study can provide data to compare.
How can we inspire our education with interdisciplinary connectomes?
Pathways to explore more with theory, research and practice!
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"Kids need to learn how to leap across disciplines because that is how breakthroughs now come about. It's interdisciplinary combinations- design and technology, mathematics and art—that produce youtube and myspace."
(TIME, December 18, 2006, page 34)
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Please click on:
https://www.lumat.fi/index.php/lumat-b/article/view/306
Altaf Qadeer (Ph.D.)
This email address is being protected from spambots. You need JavaScript enabled to view it.
This email address is being protected from spambots. You need JavaScript enabled to view it.
Toronto, Canada
Mar2018
Mar2018
A position as PhD Research Fellow connected to research on university level teaching and learning in physics is available at The Department of Physics, University of Oslo. Application deadline: April 15th, 2018. More information at https://www.jobbnorge.no/en/available-jobs/job/149479/phd-research-fellowship-in-physics-education.
Mar2018
Living in the Paradigm of Multiple Nets [A world of making connections, finding nets, exploring links] The world of nets – inside our brain and in the outer world (What is the relativity of nets? What are the links between the inner and the outer nets!) Living in the paradigm of multiple nets can re-frame, re-examine and re-define our theory, research and practice Few common examples (Many extensions can be compared) Subject 1 + Subject 2 = A New Field of Study Idea 1 + idea 2 à Leading to new levels of innovations (Or more than two combinations can also be observed) Linguistics + Computers = Computational Linguistics Quantum + Biology = Quantum Biology Linguistics + Palaeontology = Linguistic Palaeontology Social Processes + Neuroscience = Social Neuroscience Inventions by combining two technologies or two gadgets or more Car + Bike = Car Bike Cardboard + Bike = Card Board Bike Binary Math + Electronics = Computers Phone + Internet + Touch screen =? Neuro-links, social-links {reaching the new galaxies in the expanding universe of ideas} How various nets play a role in our learning & creativity? How does the interface of nets influence our lives? Nets of concepts Nets of associative links Nets of ideas Nets of subjects Nets of numbers Nets of communication Nets of social frames Nets of inventions Nets of personal skills [An important paradigm to research- expanding insights and connections to our theory & practice in education/ related fields of study] Many groundbreaking discoveries and inventions were based on making some form of links & connections between the ideas and the objects. Inspiring, tracking, mapping our ways of making links between various ideas, certain objects & studying neurological links of inside and outside world can be of help in applying research and teaching models. "Kids need to learn how to leap across disciplines because that is how breakthroughs now come about. It's interdisciplinary combinations- design and technology, mathematics and art—that produce youtube and myspace." (TIME, December 18, 2006, page 34) Cognitive-net and grid patterns inside and outside worlds [Finding grid like diagrams of brain & making grids (or links) of ideas and linking theory, research & practice] The neuroscience research about the analysis of brain is also bringing new tools to enrich the psychological and educational pathways in this field (such as The Brain Targeted Teaching Model by: Mariale Hardiman; Mind, Brain & Education by: David A Sousa et al. 2010). The importance of making neurological connections to enrich the functions of brain is explained by many studies. On the other hand the intriguing ways of making connections of ideas, connecting experimental indicators, connecting subjects and connecting the fields is also leading to the revolutionary ways of new era in science, math, technology, art (and more subjects). In the outer world the making of connections is mostly observable in the forms of connecting a number of ideas. Just a few examples include: - Connecting the idea of space and time (pioneering groundbreaking theories) - Binary math and electronics to invent computer fields (connecting ideas) - Art, science, math, electronics and internet leading to YouTube - Subjects integrating to lead to new fields (cognitive science, quantum biology, computational linguistics, computational neuroscience) - Inventions by combining certain systems: connecting the idea of car and bike, and inventing Car-Bike, Wheelchair car, cardboard bicycle (the list is long) - Also noticed that students feel inspired to make their own inventions when provided opportunities to make connections and by showing them the examples of others to make inventions by making connections (cognitive-net and social-net) - Almost all forms of learning & innovation has some form of making connections, nets and links The idea of making connections in the inner functions of brain and the outer world elements is leading to think of cognitive-net, social-net {nowadays also Internet} This research has interdisciplinary scope, neuroscientists, educators, cognitive scientists, psychologists, linguists etc. In the year 2014- A Nobel Prize (for Medicine) was given for the “discoveries of cells that constitute a positioning system in the brain". {Like an inner GPS in the brain} https://www.nobelprize.org/nobel_prizes/medicine/laureates/2014/press.html A possible hypothesis to explore further: Making nets of ideas and the nets of subjects in our learning environment can also inspire unique and faster neural connections to facilitate our learning, innovation and understanding “highly regular grid like structures in the brain”, A National Institute of Health study. Book “How to create a mind” by Ray Kurzweil Page 84 “The construction of stronger, more efficient networks (faster retrievals, greater transfer) in long-term memory is stimulated by repeated activation of the circuit, such that practice makes permanent.” Mind, Brain & Education. David Sousa [et al.] 2010. Page 58. ...................................... If an interdisciplinary research is conducted to highlight the intriguing factors of the outer world links and the inner world of neuroscience (understanding the process of making connections in the inside and outside worlds & inspire pathways for creativity), probably this idea (cognitive-net!) will have some enriched data to apply it in a number of ways. Some implications for psychology, education and other related fields with a vision to develop new fields of study are possible (cognitive-net & beyond). Perhaps it may enrich the way we work in various fields! HOW TO CREATE AND EXPLORE COGNITIVE-NET A SECRET TO INSPIRE YOUR CREATIVITY Please check the link: https://onedrive.live.com/redir?resid=BF15A67314F19523!127&authkey=!AOcrt49xGgKjGHA&ithint=folder%2cpdf Cognitive-net Social-net Cognitive Journey Cognitive Diversity Intriguing ways to expand our mind range ………………………………… Some of these ideas were also presented in the STEM conference in Finland, June 7, 2016 (session 6): http://www.luma.fi/isse-2016/4222 Presentation- May 2017. Find details: www.luma.fi/lumat-2017 Forming Cognitive-nets & Social-nets can inspire creativity with the power of Cognitive Diversity ………………………………………………………………… STEM and MBE STEM = Science, Technology, Engineering, Math MBE = Mind, Brain & Education ................................................................................................................................................ Brain research education for all: The research in neuroscience and education can be shared with all countries using local languages to enrich our education / research / theory. ……………… MBE = Mind, Brain & Education [at Harvard University]: http://www.gse.harvard.edu/masters/mbe Some scholars also put emphasis on the dimension of culture (for example book: Networks of Mind), a forward thinking is to combine MBE + Culture and develop a program MIND, BRAIN, EDUCATION & CULTURE = MBEC ……………….. Why we need to introduce research journals for children ? Introducing a simplified form of higher level research journals, (as we have children version of higher level encyclopaedias and dictionaries) This idea is published through Edumeres, please click on: http://repository.gei.de/bitstream/handle/11428/96/72239697X_2016_A.pdf?sequence=2&isAllowed=y (George Eckert Institute [GEI] is well-known for textbook research) …………………. The economics, careers and cognitive-nets From IQ to EQ, MQ and BQ Are we going to look for “Interdisciplinary Quotient” as well? The world of next generations of technology based automation will also make new combination of fields with new type of careers. Carl Benedikt Frey and Michael Osborne, of Oxford University, estimate that about 47% of the fields and occupations can be taken by Internet automation revolution, in a short period, possibly from one or two decades. ( Carl Benedikt Frey and Michael A. Osborne have discussed this challenge in their paper The future of employment: How susceptible are jobs to computerisation, published on September 17, 2013. ) The field of education is emphasizing about EQ (Emotional Quotient), BQ (Body Quotient), MQ (Moral Quotient) along with more conventional IQ (Intelligence Quotient). Perhaps the next wave of social, economic and education needs will look for “Interdisciplinary Quotient.” [Jobs with multiple links to STEM- the new trends have arrived] ………………… Math Learning (for students, parents, educators) http://www.mathies.ca/ …………………. Math for everyone VRETTA https://www.vretta.com/ (Please see the details and conditions) ................................................................................................. Altaf Qadeer Ph.D. This email address is being protected from spambots. You need JavaScript enabled to view it. This email address is being protected from spambots. You need JavaScript enabled to view it.
Mar2018
CALL FOR PAPERS - EUROPEAN JOURNAL OF STEM EDUCATION Special Issue: STEM & Early Childhood Education SUBMISSION DEADLINE: 31 March 2018 ONLINE PUBLICATION: End of June 2018 Chief-editor: Hanno van Keulen Guest editors: Estelle Blanquet, University of Bordeaux, France. Fani Stylianidou, Ellinogermaniki Agogi (Centre for Social Innovation (ZSI)), Greece. Hannelie du Preez, University of Pretoria, South-Africa. Dear Colleagues, As you might know, the European Journal of STEM Education is a triannual, academic, international journal that publishes original research related to STEM education. The aim is to contribute to our scholarly understanding of teaching and learning practices and policies in the area of STEM, as well as to contribute to the improvement of educational practices. Read more about the journal on our webpage. For our first Special Issue on STEM & EARLY CHILDHOOD EDUCATION we invite you to submit articles that focus on how children (age 0-8) interact in educational settings with the material world and how this interaction helps them to learn and to develop. Contributions may be on the development of scientific and technological concepts, on the role of play and on exploring phenomena and the affordances of objects. on how STEM contexts contribute to other qualities, such as language skills, numeracy, curiosity, creativity or executive functioning. The focus may be on formal schools and on informal and out-of-school settings. Attention may be paid to the role of interaction between children and with adults. Empirical investigations are welcomed as well as qualitative and reflective studies. For this Special Issue, the European Journal of STEM Education works together with the Special Interest Group on Early Years Science of ESERA, the European Science Education Research Association. EJSTEME accepts articles from all over the world. The fact that the journal is based in Europe, with its forty-plus countries and a multitude of educational systems and practices with regard to STEM education, should remind authors not to take their own situation and national practices for granted, but to write for a larger audience. The journal is a double blinded peer reviewed open access journal and no submission fee is asked for submitting articles. You may expect rapid peer-review and publication as long as academic standards are met. We are looking forward receiving your manuscripts through our digital Editorial System. Read more on the submission guidelines on the website, where you will also find the button for submitting your manuscript. When you read this in print, the URL is http://www.lectitopublishing.nl/european-journal-of-stem-education/submission-guidelines. Article Length: Max 9000 words including notes and works cited. Please also include an abstract of about 350 words, including background, methods, results and implications. Hanno Van Keulen (Chief-Editor European Journal of STEM Education) - Windesheim University of Applied Sciences, The Netherlands Estelle Blanquet (Coordinator of the Early Years Science Special Interest Group of ESERA) - University of Bordeaux, France Fani Stylianidou - Ellinogermaniki Agogi, Greece Hannelie du Preez - University of Pretoria, South Africa
Mar2018
Bar Ilan University, Faculty of Social Sciences, The School of Education The Science Teaching Program invites applications for tenure track faculty positions Requirements: BSc or MSc in Life Sciences/Exact Sciences PhD in Life Sciences/Exact Sciences or in STEM Education Approved academic research in the areas of STEM Education Record of publications in refereed journals Post-Doctorate experience - preference Teaching certificate - preference Approved teaching experience Experience with educational frameworks Applicants should send: Academic CV A list of publications Names of three referees including contact details Academic profile outlining teaching and research experience and research plans for the coming 3-5 years. Further information about the School of Education is available in: http://education.biu.ac.il/en. Programs are delivered in Hebrew. Candidates are expected to be active faculty members who engage in innovative research, teaching and supervision of graduate students. Applications should be sent to: Dr. Ornit Spektor-Levy, Head of the Science Teaching Program, The School of Education This email address is being protected from spambots. You need JavaScript enabled to view it. Applications should be sent until: February 28, 2018
Mar2018
Internationally, there has been increasing emphasis on the Food-Energy-Water-Nexus (FEW-Nexus), including FEW-Nexus educational efforts and education research. In response to this need, the Innovating Teaching and Learning in the Food-Energy-Water-Nexus: Toward a National Collaborative for Food, Energy, & Water Systems Education (NC-FEW) conference will be held May 22-23 in the Washington, D.C. metro area at the Virginia Tech Executive Briefing Center. This 2-day invited conference will draw upon expertise of faculty from around the world leading educational programs (K-12, undergraduate, informal, non-formal) and education research grounded in the FEW-Nexus. Conference participants will have opportunities to share their research and engage with colleagues from a diverse array of disciplinary backgrounds (education, STEM disciplines, agriculture, natural resources) to articulate and shape discourse around a systemic approach to FEW-Nexus education and education research. The conference will result in the development of a framework for a National Collaborative for Food, Energy, & Water Education (NC-FEW) and lay the foundations for a transdisciplinary community of FEW-Nexus education scholars. It is anticipated that participants will also have an opportunity to disseminate their work in the form of conference proceedings and/or an edited volume. Please see the attached flyer for overview information about the conference. The application system is now live at http://go.unl.edu/scimathapply. Please use this link to apply to be one of an anticipated 50 invited conference participants. As part of the application process, applicants will be asked to a) describe their education research and development work as it aligns to the FEW-Nexus perspective and b) submit an abstract for a presentation at the conference. Travel support is available for selected conference participants. The deadline for applications in March 30. Selected participants will be notified after March 30 and provided with additional conference information. Please do not make irreversible travel plans prior to notification. We very much look forward to a highly engaging and productive meeting. If you have any questions, please contact Cory Forbes at This email address is being protected from spambots. You need JavaScript enabled to view it.. Conference Committee Cory Forbes, University of Nebraska-Lincoln (Chair) Hannah H Scherer, Virginia Tech Hui-Hui Wang, Purdue University Kelly F. Millenbah, Michigan State University Nicole Sintov, The Ohio State University Christine Li, University of Missouri
Jul2017
Tentative agenda for SIG 2 business meeting, August 22nd, 1 - 2 pm:
o Do we want to arrange a seminar in 2018? The ESERA board can offer financial support of up to 2000 euro for such an event.
o (Re)election of SIG coordinators where applicable. Rainer can serve another two years, but Marianne is going to step down, so we need at least one new coordinator. Anybody interested? Please contact coordinators if you wish to get more information.
o Update on our book in the ESERA Science Education Research Series by Maja and Simone.
o Is there anything else you would like to discuss in the meeting? Please let us know beforehand.
Regards,
SIG 2 coordinators: Marianne Odegaard and Rainer Wackermann
Apr2017
ESERA presently has five Special Interest Groups (SIGs); see www.esera.org/sigs/esera-special-interest-groups . These groups facilitate communication and cooperation between ESERA members sharing research interests on a specific issue (either thematic or methodological). Members are invited to join one or more SIGs for an additional fee of € 3 a year. The Board also encourages establishing new SIGs; see www.esera.org/sigs/guidelines-for-sig-coordinators for details. There will be opportunities to get in touch with SIGs during the ESERA 2017 conference, both through thematic symposia and through SIG meetings to be held at lunchtime on Tuesday. If you have questions concerning SIGs, please get in touch with Ellen K. Henriksen who is the ESERA board member responsible for following up SIGs.
Apr2017
ESERA presently has five Special Interest Groups (SIGs); see www.esera.org/sigs/esera-special-interest-groups . These groups facilitate communication and cooperation between ESERA members sharing research interests on a specific issue (either thematic or methodological). Members are invited to join one or more SIGs for an additional fee of € 3 a year. The Board also encourages establishing new SIGs; see www.esera.org/sigs/guidelines-for-sig-coordinators for details. There will be opportunities to get in touch with SIGs during the ESERA 2017 conference, both through thematic symposia and through SIG meetings to be held at lunchtime on Tuesday. If you have questions concerning SIGs, please get in touch with Ellen K. Henriksen who is the ESERA board member responsible for following up SIGs.
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